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題名：國小學生學習全球資訊網成效與電腦態度之研究
書刊名：臺中師院學報
作者：黃嘉勝 引用關係／黃孟元
作者(外文)：Huang, Chia-sen／Huang, Meng-yuan
出版日期：2000
卷期：14
頁次：頁435-462
主題關鍵詞：國小學生；全球資訊網；電腦態度
原始連結：連回原系統網址new window
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　　　　　本研究旨在探討國小學生學習全球資訊網後的成效，以及學生電腦態度的差異情形。研究對象為臺中縣社口國民小學五、六年級學生，每年級隨機抽取二班，共得研究樣本153名，採單組前後測設計模式進行研究。研究者以自編「全球資訊網教學活動方案」進行八週的教學活動，以編修後「電腦態度量表」及自編「全球資訊網學習成效量表」為研究後工具。在教學活動前實施「電腦態度量表」前測，在教學活動後實施「電腦態度量表」及「全球資訊網學習成效量表」後測。 本研究結果可歸納如下： 壹、在學習成效方面：學生在操作瀏覽器與搜尋資料上，表現較好，在擷取資料與整理資料上，表現較差。 貳、在學習成效差異方面：六年級學生的學習成效顯著優於五年級，不同性別與電腦態度組別間的學習成效沒有顯著差異。 參、在電腦態度差異方面：在學習全球資訊網前，五、六年級學生與男、女生間的電腦態度沒有差異，電腦態度高分組學生極顯著優於低分組；在學習全球資訊網後，五、六年級學生間的電腦態度沒有差異，女生極顯著優於男生，電腦態度高、低分組學間沒有差異。 肆、在對學生電腦態度的影響方面：就全體、五六年級及男生而言，學習全球資訊網使電腦態度更趨於正向，但未達到顯著程度；就女生而言，電腦態度胝極明顯的提高；就電腦態度高分組而言，電腦態度明顯降低；就電腦態度低分組而言，電腦態度有極明顯的提高。 根據以上結果，本研究提出以下建議：在指導網路學習時，教師應考慮學生年級、性別、與先前電腦態度的差異。在未來研究時，可就學習全球資訊網與其他有關的變項如：學生的社經背景、城鄉類別、樣本大小、學前能力等，來探討其間的關係性與差異性。
　　　　　The purpose of this study was to explore both the effects of learning WWW and the computer attitudes for elementary school students. Both pretest and posttest were conducted in this study. 153 subjects were selected from fifth and sixth grade in Sir-Ko elementary school at Taichung County. The Computer Attitude Scale (CAS) was a pretest that administered before the WWW instruction, then the same CAS posttest was administered after the WWW instruction. The author served as a teacher and continuously conducted a WWW instruction for 8 weeks. A WWW Learning Achievement Scale (LAS) was used to assess the students' learning achievement after the WWW instruction. Eleven results of this study were in the following: 1.Students had good performance on both operating browser and searching data. 2.Students had bad preformance on both gathering data and arranging data. 3.Sixth grade students had higher achievement of learning WWW than fifth grade students. 4.No significant difference found:(1)between boys and girls, and (2)between high computer attitude and low computer attitude regarding the achievement of learning WWW. 5.Students who had high computer attitude demonstrated more favorable computer attitudes before the WWW instruction than those had low computer attitued. 6.No significant difference found: (1)between fifth grade and sixth grade and(2)between boys and girls regarding the computer attitudes before the WWW instruction. 7.Female students demonstrated more favorable computer attitudes after the WWW instruction than male students. 8.No significant difference found:(1)between fifth grade and sixth grade, and(2)between high computer attitude and low computer attitude regarding the computer attitudes after the WWW instruction. 9.No significant effect found among all students, fifth and sixth grade students, and male students regarding the computer attitudes. 10.Female students and students of low computer attitude demonstrated more favorable computer attitudes after the WWW instruction. 11.Students of high computer attitude demonstrated less favorable computer attitudes after the WWW instruction. Recommendations for this study were to consider students' differences among gender, grade, and computer attitudes on learning WWW. Recommendations for the future research were to replicate the study with a different population, and clarify relationships between students' achievement of learning WWW and other related variables.
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14.William, Kathlean Jicks(1984)。A study of the status of the effective and cognitive dimensions of computer literacy among students according to educational level and sex。  new window
圖書論文
1.Peters, O.(1983)。Distance teaching and industrial production: A comparative interpretation in outline。Distance education: International perspective。Croom Helm。  new window
2.Jonassen, D. H.(1988)。Integrating learning strategies into courseware to facilitate deeper processing。Instructional designs for microcomputer courseware。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
3.Fritz, J. M.(1985)。Rethinking Computer Literacy。Computers in Education。NY：North-Holland-Amsterdam。  new window
 
 
 
 
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